Assessment has evolved as the overarching issue within institutions of higher education, since accrediting agencies now require assessment of outcomes from all levels of these institutions, including academics. Deans, department chairs, program directors and faculty struggle with meeting these accreditation requirements.

Working from the hypothesis that an accelerated learning program for adults should lead to the same learning outcomes as a traditional full-time program, this paper provides a case study of the assessment process of the undergraduate core business program at a small, private, Catholic-based university.

The case study includes discussion of the selection of the instrument to measure learning outcomes, of the administration of the instrument, of the presentation of results generated, of the follow-up planning process to improve areas of concern and of the lessons learned by the program.

To test the hypothesis, the presenters use correlation analysis to compare the adult accelerated program to the full-time program to test the hypothesis.